While the federal Workforce Innovation and Opportunity Act (WIOA) plays a role in workforce development, state policymakers actively seek ways beyond WIOA requirements to connect education with workforce development. In compliance with WIOA, all states have a statewide workforce development board or council. However, some states have gone beyond…

This publication outlines the Digital Equity Framework--a set of principles, guidelines, and policy recommendations designed to bridge the digital divides at the state level, for K-12 systems, and for higher education. It introduces three frameworks for digital equity, designed to lay the groundwork for learners to fully participate in society…

This paper presents the second part of "Massachusetts Primer on Special Education and Charter Schools." This section is an introduction for new staff members of state agencies and others who need an overview of topics related to Massachusetts students with disabilities enrolled in Massachusetts charter schools. The information focuses on…

The organization and format of this primer which is designed for state officials differs from the other two in this series based on the recommendations of the state officials who participated in the Special Education Technical Assistance for Charter Schools (SPEDTACS) Project state team meetings convened to assist in the development of the set of…

Otis R. Bowen, Governor of Indiana, presents his view of the role of statewide boards of higher education. After reviewing suggestions proposed by an earlier speaker, Bowen focuses on four areas deemed important for statewide boards. The first area is scope; it is suggested that a review of existing programs be made to assess the viability of the…

Closing remarks from a conference of the Inservice Education Program/National Association of State Budget Officers are presented. It is suggested that the potential for communication problems between state higher education officers and budget officers is great. Areas in which improved communication can make a big difference include the avoidance…

Secondary analysis of self-reported data from 1,819 questionnaires completed by state vocational education staff in 47 states was used to examine the training and experience of current state vocational education staff in five federal policy priority areas: sex equity, disadvantaged persons, handicapped persons, limited English-speaking student…

In its educational progress, a state is helped by a comparison of the features of its school system with the same features in other states. Such comparisons serve to set in clear perspective likenesses and differences; and since our state educational systems have been developed not only according to the experience of the individual state, but also…

Because of the individual authority of each State for its own educational program, practices and policies differ widely among them in many respects. Yet in the midst of differences there are also common elements of development. The U. S. Office of Education, in presenting this series of monographs, has attempted to point out those common elements,…

The purpose of this study is to analyze current practices in the construction of State courses of study. Available State courses of study, reports of survey commissions and educational officials, and other State educational publications have been examined to discover the problems considered significant by State educational officials and the…